The main aim of this review article is to emphasize the discourse about contemporary role of personality within different educational settings. Even though competence approach is very dominant, the research findings from the field of implicit cognition and implicit pedagogy highlighted the importance of personality role in the process of learning and teaching. So, an overview of significant studies about teachers' and children personality in two educational settings: kindergartens and primary schools is presented. Overall, it was determined that teachers are highly extraverted, agreeable, conscientious, open to new experiences and emotional stable, what was expected. On the other side, children personality /temperament traits are rather various, so the main question is how to respond appropriately to their different temperaments in order to obtain high level of learning outcomes. Finally, this article set significant future research guidelines regarding teachers' personal development within relevant study programs and their professional development programs.